Grade: 10/High School Subject: Biology Author: Brianne Duffy
Picky, Picky - Selective Breeding
Standards: LS3(9-11)7b - investigating how the sorting and recombination in sexual reproduction results in a variety of possible gene combinations in the offspring of any two parents (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
LS4(9-11)9a -researching scientific information to explain how such things as radiation, chemicals, and other factors can cause gene mutations or disease.
Context: Students will be handing in their 1-page papers and will begin divulging into the world of selective breeding. Of the lessons I have seen, observed and been apart of in regard to this topic, there was one that I felt really drove it home. The documentary, "Pedigree Dogs Exposed," produced by BBC, clearly unleashes the cause and effects of selective breeding. In watching this film, students will develop a concept of selective breeding, understand the reasoning behind doing so, be able to observe the cause and effects, the pros and cons, as well as dive into the ethical world of science. This lesson should take one 90 minute BLOCK period.
Opportunities to Learn: Materials:
- Projector/Smartboard
- "Pedigree Dogs Exposed"Full Video
- Exit Slip: Worksheet to be completed while viewing the video.
Learners: The classes are high school college prep. and honors level learners. Lessons, assessments, and assignments can be tiered based on class needs. Possible suggestions will be highlighted later in the lesson.
Environment: The learning environment is what the class is accustomed to. Students will be at their lab tables with lab groups/partners.
Objectives: The objectives of this lesson are to bring selective breeding into light within the classroom. Students will be able to define selective breeding, apply it to real world scenarios, discover the ethical complications surrounding selective breeding. Students will be able to form a knowledge opinion about selective breeding that will be expressed to the class verbally as well as on their exit slips.
Instructional Procedures: Opening: (15 minutes) I will write selective on the board. I will then ask students to come up and write one word that describes what "selective" means, in terms of the world, and genetics. I will then add the word "breeding" to their collection of words, and ask the students if they can tell me what the term selective breeding means. I will ask if they have any knowledge of the subject, or an instances which they have observed selective breeding. After an appropriate amount of time discussing the new term, I will introduce the video, pass out the work sheets and begin the film.
Body/Closing: (75 minutes)
Students will watch the film (52 minutes) while carefully answering the prompts on their worksheets. I will not interrupt the film, as I do not want to ruin it's effects. As the film comes to an end, I will ask them what their final thoughts are, as they answered on their worksheets. We will have a class discussion based on student responses, opinions, etc. Students will turn in their exit slips and class will be dismissed.
Assessment:
Students will be assessed based on their in class performance, behavior during the film, and how efficiently and correct their answers on their worksheets were.
Students will need background knowledge from the film to participate in the next lesson, GMO, OMG!
Tiering Options:
Tiering can only be done one the worksheet for the film. Depending on the level, questions can be more or less specific, based on what the teacher would like to require for their students.
Subject: Biology
Author: Brianne Duffy
Picky, Picky - Selective Breeding
Standards: LS3(9-11)7b - investigating how the sorting and recombination in sexual reproduction results in a variety of possible gene combinations in the offspring of any two parents (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
LS4(9-11)9a -researching scientific information to explain how such things as radiation, chemicals, and other factors can cause gene mutations or disease.
Context: Students will be handing in their 1-page papers and will begin divulging into the world of selective breeding. Of the lessons I have seen, observed and been apart of in regard to this topic, there was one that I felt really drove it home. The documentary, "Pedigree Dogs Exposed," produced by BBC, clearly unleashes the cause and effects of selective breeding. In watching this film, students will develop a concept of selective breeding, understand the reasoning behind doing so, be able to observe the cause and effects, the pros and cons, as well as dive into the ethical world of science. This lesson should take one 90 minute BLOCK period.
Opportunities to Learn:
Materials:
- Projector/Smartboard
- "Pedigree Dogs Exposed" Full Video
- Exit Slip: Worksheet to be completed while viewing the video.
Learners: The classes are high school college prep. and honors level learners. Lessons, assessments, and assignments can be tiered based on class needs. Possible suggestions will be highlighted later in the lesson.
Environment: The learning environment is what the class is accustomed to. Students will be at their lab tables with lab groups/partners.
Objectives: The objectives of this lesson are to bring selective breeding into light within the classroom. Students will be able to define selective breeding, apply it to real world scenarios, discover the ethical complications surrounding selective breeding. Students will be able to form a knowledge opinion about selective breeding that will be expressed to the class verbally as well as on their exit slips.
Instructional Procedures:
Opening: (15 minutes) I will write selective on the board. I will then ask students to come up and write one word that describes what "selective" means, in terms of the world, and genetics. I will then add the word "breeding" to their collection of words, and ask the students if they can tell me what the term selective breeding means. I will ask if they have any knowledge of the subject, or an instances which they have observed selective breeding. After an appropriate amount of time discussing the new term, I will introduce the video, pass out the work sheets and begin the film.
Body/Closing: (75 minutes)
Students will watch the film (52 minutes) while carefully answering the prompts on their worksheets. I will not interrupt the film, as I do not want to ruin it's effects. As the film comes to an end, I will ask them what their final thoughts are, as they answered on their worksheets. We will have a class discussion based on student responses, opinions, etc. Students will turn in their exit slips and class will be dismissed.
Assessment:
Students will be assessed based on their in class performance, behavior during the film, and how efficiently and correct their answers on their worksheets were.
Students will need background knowledge from the film to participate in the next lesson, GMO, OMG!
Tiering Options:
Tiering can only be done one the worksheet for the film. Depending on the level, questions can be more or less specific, based on what the teacher would like to require for their students.
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